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Using detailed administrative data from Virginia, this paper examines whether community college "vertical transfer" students who resemble "native four-year" students in their accumulated college-level credits and performance at their point of entry into the four-year sector perform equally well in terms of both academic and labor market outcomes. We compare matching strategies typically used in existing literature to one where we match vertical transfer and native four-year students based on prior credits earned, accumulative GPA, and the destination four-year institution, and find substantial differences in estimates based on different matching strategies. We also examine potential mechanisms underlying vertical transfer students' relative performance at the four-year institution and in the labor market. The results show that vertical transfer students' probability of baccalaureate attainment is comparable to that of similar native students attending the same four-year institution. However, when considering their earnings eight years after initial college enrollment, vertical transfer students experience a significant and nontrivial earnings penalty. Subsequent analyses examining possible mechanisms suggest the earning decrement is partly due to a delayed entry into the labor market as a result of credit loss at the point of transfer.

There are limited viewpoints in the literature about peer observation of teaching in higher education and how it can be an effective tool to improve the quality of instruction in the classroom (Bell, 2001; Bell, 2005; Bell & Mladenovic, 2008; Brancato, 2003; Chism, 2007; Huston & Weaver, 2008; Shortland, 2004; Shortland, 2010; Smith, Jones, Gilbert, & Wieman, 2013). This article examines literature associated with peer observation of teaching in higher education and offers practical support and guidance from first-person accounts in a larger-sized STEM academic unit (N = 45 teaching faculty) at a public land-grant high intensive research institution enrolling over 36,000 students. Faculty teaching practices play a critical role in student learning and there is always room for continuous improvement and development.

Objective This study aimed to examine the association between maternal hypertension (HTN) exposure and neonatal acute kidney injury (AKI). Study Design Retrospective cohort study of 2,162 neonates admitted to 24 neonatal intensive care units (NICUs). Neonates were classified into the following exposure groups: any maternal HTN, chronic maternal HTN, preeclampsia/eclampsia, both, or neither. Demographics, clinical characteristics, and AKI status were compared using Chi-square and analysis of variance. General estimating logistic regression was used to estimate adjusted odds ratios and included a stratified analysis for site of delivery. Result Neonates exposed to any maternal HTN disorder had a tendency toward less overall and early AKI. When stratified by inborn versus outborn, exposure to both maternal HTN disorders was associated with a significantly reduced odds of early AKI only in the inborn neonates. Conclusion Exposure to maternal HTN, especially preeclampsia/eclampsia superimposed on chronic HTN, was associated with less likelihood of early AKI in the inborn group. Key Points Maternal HTN is associated with less neonatal AKI. Maternal HTN category is variably associated with AKI. Inborn status is an important contributor to this association. [ABSTRACT FROM AUTHOR]

Background The burden of documentation in the electronic medical record has been cited as a major factor in provider burnout. The aim of this study was to evaluate the association between ambient voice technology, coupled with natural language processing and artificial intelligence (DAX™), on primary care provider documentation burden and burnout. Methods An observational study of 110 primary care providers within a community teaching health system. The primary objectives were to determine the association between DAX™ usage and provider burnout scores on the Oldenburg Burnout Inventory (OLBI) as well as the effect on documentation time per patient encounter (minutes). Results The completion rate for the survey was 75% (83/110) and high DAX™ use (>60% of encounters) was seen in 28% of providers (23/83). High DAX™ use was associated with significantly less burnout on the OLBI disengagement sub-score (MD [Mean Difference] −2.1; 95% confidence interval [CI] −3.8 to −0.4) but not the OLBI disengagement sub-score (−1.0; 95% CI −2.9 to 1.0) or total score (MD −3.0; 95% CI −6.4 to 0.3). Nineteen providers with high implementation of DAX™ had pre and postimplementation data on documentation time per encounter. After DAX™ implementation average documentation time in notes per encounter was significantly reduced by 28.8% (1.8 min; 95% CI 1.4–2.2). Conclusions The use of ambient voice technology during patient encounters was associated with significantly reduced documentation burden and primary care provider disengagement but not total provider burnout scores. [ABSTRACT FROM AUTHOR]

Despite having a well-documented history about community colleges across the United States, relatively few discussions have covered state-level governance structures. To understand the typology of state community college governance structures, it must first be recognized that community college governance is characterized as a complex web of relationships and arrangements that have evolved over time. There is a myriad of ways in which states can structure their higher education systems. Changes, emerging issues, and taxonomies that currently exist in the literature are becoming out-of-date and less precise. The purpose of this study was to develop a national landscape of state-level community college governance structures and to provide an updated categorization of state-level community college governance structures. This study identified common themes, patterns, and emerging developments regarding state-level community college governance. The results of this study about state-level community college governance structures is beneficial for state-level community college governance leaders across the country to stay current and informed on changes and trends, and an opportunity to gain a better understanding about other states' power-structures, governance, and administration over community colleges.

Species that differ in their social system, and thus in traits such as group size and dispersal timing, may differ in their use of resources along spatial, temporal, or dietary dimensions. The role of sociality in creating differences in habitat use is best explored by studying closely related species or socially polymorphic species that differ in their social system, but share a common environment. Here we investigate whether five sympatric Anelosimus spider species that range from nearly solitary to highly social differ in their use of space and in their phenology as a function of their social system. By studying these species in Serra do Japi, Brazil, we find that the more social species, which form larger, longer-lived colonies, tend to live inside the forest, where sturdier, longer lasting vegetation is likely to offer better support for their nests. The less social species, which form single-family groups, in contrast, tend to occur on the forest edge where the vegetation is less robust. Within these two microhabitats, species with longer-lived colonies tend to occupy the potentially more stable positions closer to the core of the plants, while those with smaller and shorter-lived colonies build their nests towards the branch tips. The species further separate in their use of common habitat due to differences in the timing of their reproductive season. These patterns of habitat use suggest that the degree of sociality can enable otherwise similar species to differ from one another in ways that may facilitate their co-occurrence in a shared environment, a possibility that deserves further consideration.